The therapeutic swimming program of the Albuquerque (New Mexico) Public Schools (APS) for severely handicapped students was evaluated to determine its impact and effectiveness. The program is funded under Public Law 94-142, Education for All Handicapped Children Act. Data were collected by interviews, surveys, review of records, and observation. A total of 133 APS school personnel (118 special education teachers and teachers aides and 15 administrators) returned usable surveys--57 from elementary schools, 36 from middle schools, 30 from high schools, and 10 from area offices. Approximately 620 students in Side-by-Side, special education housed on public school campuses, participated. The program was intended to help students physically, recreationally, and socially, with an emphasis on developing self-confidence and self-care skills. The results indicate that about 74% of the staff thought physical and recreational benefits were derived. Self-confidence increased and self-care skills improved. About 66% of the survey respondents thought the benefits of the swimming program outweighted students absence from usual instruction was well spent. These were suggestions, and they were only examples. (SLD)